Graphs in physics are central to the analysis of phenomena and to learning about a system’s
behavior. The ways students handle graphs are frequently researched. Students’ misconceptions are
highlighted, and methods of improvement suggested. While kinematics graphs are to represent a real
motion, they are also algebraic entities that must satisfy conditions for being algebraic functions.
To be algebraic functions, they must pass certain tests before they can be used to infer more about
motion. A preliminary survey of some physics resources has revealed that little attention is paid to
verifying if the position, velocity and acceleration versus time graphs, that are to depict real
motion, satisfy the most critical condition for being an algebraic function; the vertical line test.
The lack of attention to this adherence shows as vertical segments in piecewise graphs. Such graphs
generate unrealistic interpretations and may confuse students. A group of 25 college physics stud…